Supporting Staff: Supporting Students by University of Suffolk

SUPPORTING STAFF: SUPPORTING STUDENTS

Contents Introduction 1

Responding to Emergencies

Difficulties a student may experience

Referring students to an appropriate source of help

Impact of study and personal issues

Services at University of Suffolk Ipswich

The pastoral function of university Staff

Libraries 9

Support (mechanisms) available

Fig 1: How do you know there is a problem?

Recognising a student in difficulty

Fig 2: How to respond if you have concerns for a student 11

Examples of situations presented by students

Fig 3: What is the most appropriate source of support?

How could you respond?

Confidentiality 13

When a student will not accept help

Summary 13

Introduction To achieve the university of Suffolk’s mission to provide

This document aims to:

Higher Education for a diverse student population

goals.

Raise awareness of the kinds of difficulties that students may experience Provide practical advice to help staff support students Provide advice to help staff respond effectively and appropriately to a student and/or situation Identify the most appropriate sources of advice for staff Identify guidance and support available for students

Staff that are often in contact with students (‘front-line’

This document contains a great deal of useful

staff) play a vital role in early identification of students

information. However, for a quick overview you may

in difficulty and can be of great help to students simply

find the figures/flowcharts useful for quick reference.

it is important to recognise the correlation of both academic and personal development. Students may experience emotional and/or social problems during their time at UOS which may need sensitive and careful handling to minimise the impact of those issues on the achievement of their educational

by showing understanding and compassion before referring to specialist services, if appropriate to do so. If handled appropriately the student can learn from such experiences and may leave university with enhanced personal development and a deeper understanding of self.

Difficulties a student may experience

Impact of study and personal issues

Individuals may have already experienced a variety

A snapshot of the impact of a wide range of study

of difficult events or circumstances, however it is not

and personal issues on the stress levels of Higher

uncommon for students to face new challenges during

Education students was obtained from extensive

their time at Suffolk or for past emotions and issues to

research completed by Student Minds, reported in The

re- emerge.

University Mental Health Charter.

The amount of study required for successful

Student Minds reported that the number of students

completion of an undergraduate or postgraduate

declaring a pre-existing mental illness to their university

degree course can create its own particular pressures,

has more than doubled since 2014/15. There has been

which in turn may magnify other problems, or may

increased demand for student services to support

become a problem in itself.

student’s mental health-with reports suggesting that

When a person’s usual coping mechanisms are overwhelmed and the anxiety and fear create a heightened tension, a tipping point occurs and a student may find themselves experiencing serious personal difficulties. Some of the causes of concern may be directly related to university life. There may be students who find the transition to university stressful and being separated from their usual sources of support, such as family and friends may be very difficult. Some students may experience periods of mental or physical illness, find they have issues in their

some universities are seeing doubling in the number of students accessing support, those seeking the support are reported to be presenting with complex mental health illnesses (Hughes & Spanner, 2019). Student Minds report difficultly to fully assess the number of students impacted by mental health as there is limited prevalence studies. One survey (completed by Insight Network, 2019) of students from 10 universities found that more than one–third (33.9%) of respondents had experienced a serious personal, emotional, behavioural or mental health problem for which they needed professional help.

personal relationships or close family, or be faced with bereavement. Some may find themselves turning to the use of substances to help them through these difficult times, which may make them vulnerable. Other students may experience physical or sexual abuse, whilst females can find themselves with an unplanned pregnancy.

Acknowledgements Hughes,G. & Spanner,L. (2019). The University Mental Health Charter. Leeds: Student Minds. PDF of the Charter The Insight Network, (2019). University Student Mental Health Survey 2018. London: The Insight Network. PDF of the Survey

The pastoral function of university Staff

Recognising a student in difficulty

Although university staff do not have an ‘in loco parentis’

The first time staff may become aware that a student is

role in relation to students, they do have a duty of care to

experiencing difficulties is likely to be in the classroom

uphold. Pastoral care is everyone’s responsibility.

environment. In some cases a student may directly

The pastoral care of students relates to those aspects of the student experience which are not directly related to problems occurring in the academic or practice areas of study. They usually relate more to the students’ social and emotional well-being. Staff members who are in regular contact with a student may notice a change in their behaviour or attitude. There are many services available at the

express their concerns to you or there may be a change in behaviour. The regular attendee may begin to be absent from classes, their quality of work may drop and they may miss a deadline. You may notice a student is tearful, agitated, disoriented, withdrawn, hostile, or enraged. All of these are possible symptoms of a student facing challenges or difficulties which could be a cause of concern.

university of Suffolk and most students will make their

The following are some examples of the behaviour

own way there to seek the help they need, however,

patterns which can be interpreted as warning signs:

many will not. Those who may be experiencing

Marked decline in performance, sudden or gradual inconsistency between classroom and assessment performance. Very limited participation in class; unusually inhibited or withdrawn behaviour. Assignments or written submissions expressing personal issues about which the student is troubled. Illogical or confused thinking or writing. Clearly inappropriate behaviour: outbursts, bizarre speech, unprovoked crying, excessive giggling, continuous provocative behaviour. Signs of alcohol or drug use: Drowsiness or sleeping in class Vacant, empty stare Disorientated response Change in speech patterns Disorganised grooming and/or unusually poor personal hygiene. The student tells you he/she/they are troubled, confused, tense, worried, unable to study, nervous on tests, preoccupied with external difficulties (money, family, friends, partner, religion, job, etc.). Unusually demanding of time, e.g. requests many meetings, hangs around after class with no special purpose.

difficulties may find it difficult to make the first move and would benefit from being approached by someone they know to encourage them to seek help.

Support (mechanisms) available Personal Tutors/Module Tutors/Teaching Teams Mentoring Schemes Student support services at UOS Careers advice and guidance Finance advice and guidance International student support Counselling Disability and well-being support Students’ Union Independent advice, Representation and advocacy Activities and Societies Multi-Faith Chaplaincy Library and Learning Services Academic Writing Skills English for Speakers of other Languages (ESOL) Maths and Statistics IT Infozone Information, advice and guidance on a range of student topics; is often a first point of contact for students and referral to specific services Finance applications Pre-entry course advice Accommodation IT helpdesk

Examples of situations presented by students It is important to note that many students possess good coping strategies and may have experienced challenges in their life for some time. The following are examples of disclosures made to staff. Transitional difficulties, feeling isolated and overwhelmed by new experiences /independence Mild to acute anxiety about the quality of academic work, delivering verbal presentations or formal exams Anxiety about diagnosis of specific learning difficulties (e.g.: Dyslexia) this may be further exacerbated if there are cultural expectations and attitudes Mental Health difficulties or a long-term medical condition Pregnancy Drug/alcohol use or abuse Addictions (drug, alcohol, gaming, gambling) Eating disorders Suicidal thoughts Relationship issues/breakdown Death of family/friend Care of children or other dependents Sexuality Self-harm Domestic violence/abuse Sexual abuse/rape Bullying by fellow students

How could you respond? When a student shows symptoms or discloses issues which may cause concern there are a few options that can be considered: Talk to colleagues Talk to the student Listening to friends of the student Offer support yourself Refer the student to an appropriate source of help Report and record any evidence to your teaching team, Student Services or other appropriate support staff These options are explored further.

Talking to colleagues Other colleagues may be having the same concerns about a student. It may be useful to ask for their thoughts on a particular student’s wellbeing or to find out if they have noticed any changes in behaviour or performance over recent days / weeks. Always endeavour to talk to the student’s Personal Tutor as they may already be aware of any issues, or have a good rapport with the student to make the initial approach. Sharing information between colleagues can help create a holistic picture to ensure the most appropriate support is accessible or identified to the student. More generally, you should be aware that in some cases colleagues working with students may not be able to breach confidentiality and discuss specific details about student cases. If you are concerned or feel unclear about confidentiality please refer to the section about Confidentiality.

Talking to the student If you feel comfortable, then the first step would be to approach the student in order to listen and find out more about their situation. Consider the following: Adopt a listening rather than an interrogatory approach Is it an appropriate environment to approach the student? Could other people overhear what is being discussed? Will the student feel comfortable? Can you ensure an appropriate level of confidentiality is maintained? Can you ensure (as far as is reasonably practicable) your personal safety?

Check that they are OK and offer, or advise of, support where necessary After the initial conversation speak to other colleagues to ascertain any other information about the student in concern

Offering support yourself If you feel able and safe to do so you may feel comfortable to offer support to the student yourself. Basic support could be to: Listen Listening can be very therapeutic in itself and may be enough to help the student work out his/her own way of dealing with the situation. Provide reassurance

You cannot make the student seek help, but you can

Empathy and reassurance can sometimes be all that is

consider offering the student support yourself or

required to help to restore belief or confidence.

signpost them to appropriate services so that they can decide whether they access support in their own time. Keep a record of your conversation.

Offer practical advice If you are knowledgeable in a particular area and confident in offering practical advice then this may help the student.

Listening to friends of the student Speaking to the student’s friend(s) can be problematic. Only in limited circumstances would it be appropriate to enquire about a third person, be very mindful of all

You do not have to be a trained counsellor to offer the above support. There are therapeutic moments in ordinary conversation, just being ‘humanly available’ to an individual can be a great source of support to them.

student’s confidentiality. Your questions may be limited

In all situations, remember to keep yourself safe at all

to enquiring about a specific absence or contact.

times:

The difficulties in talking with another student and

Emotionally

asking directly about one student’s welfare are: the

Do not take on more than you feel comfortable with.

reliability of information given, sensitivity of asking

Empathise with the student however take care not to

a potentially revealing question and maintaining

absorb their problem.

confidentiality.

Physically

It may be that a friend expresses concern about a

Make sure you are physically safe, take care if you are

particular student and they may turn to staff for advice

lone working or working alone with a student.

and/or support. Examples of this may be if a student has turned to them as a confidante or seems to be asking for unreasonable levels of support from them. Consider the following: Adopt a listening rather than an interrogatory approach Do not invite elaborate unsubstantiated speculation Do not indicate any personal judgements about information that may be offered Be impartial and objective but practical and responsive where appropriate

Set clear boundaries Make clear how much time is available and the level of support you are able / willing to provide. Stay within your comfort zone Do not attempt to try to resolve problems which you feel are outside of your expertise or comfort zone. Please refer to figure 3 for details of where and when to refer a student on.

When a student will not accept help

to call the police or an ambulance. Inform Security of your location on Campus and explain the situation. If you have any anxieties about your own personal

Except in emergency circumstances, there is little that

safety, make sure you are not left alone with the

can or should be done if a student is not prepared to

student.

talk to you. However it is good practice to make sure

In all situations:

that there is a note of your concerns recorded in the student files and that your Course Leader and Student Support are aware there may be an issue. It would also be helpful to remind the student about the services available to them. There is information about support and guidance for students on My Suffolk in the Student Area.

Responding to Emergencies Occasionally a student may exhibit behaviour that gives rise to considerable concern. There may be evidence of:

Try to remain calm Speak in a relaxed, calm tone If possible always try to speak to the student yourself and gently encourage the student to tell you: Their name How they describe their situation / problem Where they live, who they live with Who they normally talk to when upset Their doctor, if registered

Referring students to an appropriate source of help

suicidal thoughts risk of harm to self or others serious physical illness alcohol or substance abuse hallucinations: visual or auditory deluded thoughts, unable to distinguish between reality and imagination

The university of Suffolk has a number of support

In such cases the need to act on behalf of the student

what university services are available. Every student is

may be urgent. If the student will accept help, refer

different and will have their own views on their support

them to their GP or NHS emergency services for an

needs. Information is available so that individuals can

urgent mental health assessment. If you would like

make an informed choice about which support service

further advice or feel the student will benefit from

will help them.

speaking with a mental health adviser, you can make a referral to student services. Student Services do not have a facility for on call crisis care but will assist when able. If you need urgent advice, contact safeguarding@uos.ac.uk.

services available to students, including information and advice available to students online. My Suffolk offers access to FAQs, support services, online self-help tools and other resources. It is important that you have a basic understanding of

There will, however, be some students who will not be in an emotional or physical state to initiate contact and in these cases it may be helpful to take a proactive role and offer to contact the service by emailing or telephoning and setting up an appointment for the

If the student will not accept help, then you should

student whilst they are with you in the room or with

contact an academic colleague or a member of the

their permission at a later time.

Student Services team to seek advice.

If the student is obviously anxious or worried about this

If urgent contact emergency services and contact

meeting then it may be beneficial to follow this up with

safeguarding@uos.ac.uk.

the student to make sure they were able to attend.

In the very rare situations when you believe that there is immediate danger of the student harming themselves or others, contact Security immediately and ask them

Services at University of Suffolk Ipswich Infozone

Multi-Faith Chaplaincy

Students can visit the Infozone in person, telephone

Here for everyone. Here to listen.

or email the team. It is also possible to make an online enquiry via OASIS. In the case of online communication, the team will respond by the student’s preferred method to discuss further, and in many cases will signpost to internal and external support services, or book an appointment with the Student Services team. Location:

and welcomes students from a diverse range of backgrounds. On the Ipswich site there is a multi-faith chaplaincy welcoming both staff and students of all faiths and no faith. The Chaplaincy Team is available to listen, offer support, advice and information. The Quiet Room and Group Room are available for worship and

Ground Floor, Waterfront Building, Ipswich Campus

Telephone: 01473 338833 Email:

The university of Suffolk is a multi-faith community

infozone@uos.ac.uk

prayer or just to chill. Location:

Telephone: 01473 338403/07889 088374 Email:

Student Support

Library building

chaplaincy@uos.ac.uk

The Student Services team offers a range of in-depth

Students’ Union

support services for students.

The University of Suffolk Students’ Union is an

Student Services can help with:

autonomous student-led organisation which provides

Managing pressure and workloads Money worries Career planning and/or uncertainty about future aspirations Relationships and networks Disability, Specific Learning Difficulty study support Ill-health and Mental Health issues Counselling Visa applications Cultural difficulties Referral and signposting to external agencies Students can book an appointment via libcal which can

representation, support, services and activities for its members. The SU offers: Free, independent advice available to all students regarding any issues relating to their time and experience at UCS Specialised help and advice with regards to academic appeals, professional misconduct or disciplinary hearings. Staff should advise students to email su.advice@ uos.ac.uk or drop into the Union Office in the Library

be accessed via this link or My Suffolk’s Students Services

Building.

pages. Staff may also contact a specific member of

Location: Students’ Union Office, Library Building

the team using the global email address list or internal

Telephone: 01473 338155

telephone directory, if they wish to discuss a case.

Email:

su.advice@uos.ac.uk or

Check My Suffolk or the Infozone for information about

su.admin@uos.ac.uk

Drop-in sessions. Several staff development sessions are arranged and delivered annually through the Corporate Staff Development programme. Location:

Student Services

1st Floor, Waterfront Building Telephone: 01473 338833 Email:

studentservice@uos.ac.uk

Library and Learning Services Library and Learning Services offers one-to-one

on soft study skills such as time management, revision

sessions, drop-in sessions and tutor-led workshops

techniques, and presentation skills.

covering a wide variety of generic underpinning academic skills. Library and Learning Services staff aim to support students throughout their learning journey and encourage students to reflect upon their academic skills development. Students attend Library and Learning Services for

All appointment bookings (for one-to-one and workshop support) can be made on the Library and Learning Services website. One-to-one appointments are bookable here. Upcoming workshop bookings can be made here.

additional practice on essential academic skills such as:

The academic skills team includes: Academic Skills

writing style and structure, referencing and plagiarism,

Advisors, Learning and Teaching Librarians, a Maths

literature searching, assignment planning, calculation

and Statistics Advisor and a Study Skills Advisor. The

skills, scientific reasoning, data analysis and use of

below table indicates skills support alignments within

standard office software. Students can also seek advice

the team.

Academic Skills

Academic writing Grammar Vocabulary and language Understanding referencing and plagiarism Assignment planning Improving structure and flow of writing Understanding feedback Support for specific learning difficulties

Study Skills

Microsoft Office skills Powerpoint presentations Genopro Time management Motivation techniques Revision techniques Poster and leaflet development

Mathematics and Statistics

Mathematics for Biochemistry, Biophysics and Mechanics Scientific Maths, e.g. vectors, matrices, binary arithmetic and logic Mathematical analysis Statistics and qualitative research Numeracy skills and drug calculations for Nursing and Midwifery

Learning and Teaching Librarians

Finding appropriate sources Using Summon Advanced search techniques Evaluating sources Using eBooks Referencing and using Refworks

Staff can refer individual students to Library and

Students whose needs are based around specific

Learning Services if it becomes apparent that they

learning differences and disabilities (such as dyslexia

might benefit from the service. However, it may be

and dyspraxia) should be referred in the first instance

more efficient for identified skill needs to be addressed

to the specialist staff in Student Services (rather than

across a large group. In this instance, the academic

Library and Learning Services) for an initial assessment.

skills team are happy to visit classes to run bespoke

Location:

skills workshops. This can be arranged by contacting

Telephone: 01473 338700

learningservices@uos.ac.uk.

Email:

First Floor, Library Building, Campus North. learningservices@uos.ac.uk

Libraries University of Suffolk Libraries work together to provide

The Library runs a digitisation service which allows

access to high quality information sources to support

academic staff to request portions of physical books and

learning, teaching and research across the learning

journals for use in Brightspace modules. Under the terms

network. Primary point of access for library resources.

of the institution’s CLA license, requests are processed,

The portal brings together print and electronic resources in a suite of subject guides, as well as information on the services available at each site and a series of academic skills pages. The portal is also the point of access for the Summon search tool, which cross-searches University of Suffolk bibliographic databases, electronic journals and eBooks, and guides students through the evaluation and selection of databases for further in-depth searching. In Ipswich, Learning and Teaching Librarians work with staff and students to ensure that collections match

scanned and supplied. Working closely with lecturers and librarians, the service also supports students with reasonable adjustments, with materials digitised and adapted in order to meet the specific requirements of each individual. Students with reasonable adjustments should be referred in the first instance to specialist staff in Student Services for initial assessment. General support is available at the Library Helpdesk. Opening hours. Location: First Floor, Library Building, Campus North. Telephone: 01473 338700 Email:

learningservices@uos.ac.uk

the requirements of each course. They can provide tutorials and group workshops on the use of resources and developing search and source evaluation skills. Librarian course alignments are listed below: Craig Martin Contact by email School of Social Sciences and Humanities Suffolk Business School Stephanie Gibson Contact by email School of Health and Sports Sciences School of Engineering, Arts, Science and Technology

Figure 1: How do you know there is a problem?

Is the student’s behaviour

Does the student seem:

Other signs to look out for:

causing concern?

Tense/irritable Sad/miserable Behaving erratically Unkempt Smelling of alcohol or cannabis Withdrawn of very quiet Unusually loud/ disinhibited Agitated Speaking incoherently

Has the student indicated that they are experiencing difficulties? Have other staff or fellow students raised concerns?

Is the student: Failing to complete coursework? Over-working? Missing classes? Have you noticed any change in the students behaviour? Is there anything unpredictable about the students behaviour that makes your feel uneasy?

Is this different from your previous experience of the student? Is there a significant change in appearance? e.g. weight change, decline in personal hygiene.

Can you get more

Seek more information from

Would it be helpful to seek

information from the

others:

advice from somebody

student? Consider asking:

Have any colleagues noticed a change in behaviour? How is the student functioning academically?

else? Consider sharing your

How are they feeling? Is there something wrong? If so, what has happened? Does anybody else know about these problems? Are they managing to complete coursework and attend classes?

concerns with: Colleagues / course leader / head of school Student services

Figure 2: How to respond if you have concerns for a student Urgency:

If there may be imminent danger to self or others:

Is the student in immediate risk of danger? Are you concerned that anybody else could be in danger? Is the student severely unwell (physically or mentally)? Is the student a missing person?

Call Security and ask them to call an ambulance or the Police straight away.

YES If you think a student may be missing: Contact safeguarding@uos.ac.uk to report your concern.

If there is not imminent danger but the student wishes to seek help:

Encourage the student to book a GP appointment or refer to other local services such as Wellbeing Suffolk Encourage the student to arrange an appointment with student services, or complete a counselling self-referral form HERE Check later that they made and kept the appointment. Discuss any worries about the appointment with them and encourage them to rearrange if necessary.

Urgency: Is the student suffering from stress or anxiety? Is the student physically or mentally unwell? Has the student experienced a traumatic event? Is the student unable to function effectively in any area of their life, including academically?

YES

wish to accept help: Try to explore their concerns about or barriers to seeking support and offer support /reassurance where possible. Make sure the student is aware of their options. Remember it is their choice where and when they access support.

If concerns for academic progress or fitness to study

Can you help the student? Do you have the time and/or skills to help? Do you know who to consult for advice?

NO Refer the student to someone else If you are clear about the most appropriate source of help, provide the student with the relevant information If you are unsure, seek further advice (see Fig 3)

If the student is not in imminent danger but does not

persist:

YES

Inform your course leader/Dean of School. Consider invoking the fitness to study procedure Inform student services of your concerns.

Offer appropriate support by: Listening to the student’s concerns Offering practical advice Providing reassurance Show your concern by following up your conversation another time If you feel the student requires specialist advice or if you experience role confusion, refer the student to a relevant support service (see figure 3).

Figure 3: What is the most appropriate source of support? If the student is in imminent danger or harming themselves or others Is the problem related to a student’s disability or learning difficulty? Might they have a specific learning difficulty such as dyslexia or dyspraxia? Is there an obvious physical or mental health problem? Is the student missing without obvious reason?

Campus security Tel: 01473 338999 Emergency services: 999

Student Services Email: studentservices@uos.ac.uk Disability and wellbeing advisers

Are there concerns about a student’s alcohol or drug use? Does the student seem depressed? Is there evidence of loss of motivation or difficulty concentrating? Are there signs of: Low energy/low mood Sleep problems Self harm or eating problems General loss of interest/confidence? Is there a clear emotional issue for example: Bereavement or relationship breakdown Concern about friends or family

Disability and mental health advisers Online appointment booking Counselling service self referral Referral form available here

Is the student experiencing anxiety or panic attacks? Do they: Work unrealistic hours Avoid starting or finishing work Have perfectionist tendencies? Show signs of difficulty adjusting to change Are there any specific study problems or anxiety concerning: Study/research skills Revision techniques English language Is there a practical problem relating to: Accredited accommodation Finance Visa/Immigration or international student issues Making an academic appeal/Mitigating circumstances Finding part time work

Learning services Email: learningservices@uos.ac.uk Appointments can be booked here Infozone advisers Student Services Student Life adviser Study abroad adviser Careers and employability advisers Finance advisers University of Suffolk Students Union

Is the student concerned about their spiritual needs, faith or religious observance?

Chaplaincy

Is the student concerned about their future prospects in respect of:

Student Services Email: studentservices@uos.ac.uk

Career progression and choice Job applications and interview techniques

Careers advisers Email: careers@uos.ac.uk

Confidentiality

It is important to remember that students have a right

This guide has suggested that it may be helpful

wishing their parents, close family members or (ex)

for those concerned about a student to share their

partners to have information about themselves, or even

concerns with other colleagues.

confirmation that they are a student at the university of

Health professionals, counsellors and clergy are

to privacy and they may have good reason for not

Suffolk.

bound by professional codes of practice to maintain

In general, any offer to pass on information should

confidentiality in most circumstances.

come with the proviso ‘if they are a student at the

Student support staff will only pass on personal information about individual students if the student has given their permission to share information, or if it is judged to be in a student’s best interest, for example if the student may be at risk of harm to self or others. However, student support staff are happy to discuss particular situations in general terms and to offer advice. Other staff do not have a duty to maintain strict confidentiality within university in respect of students and a student’s confidential file may include a record of important information from any relevant source. Such information might prove crucial in gaining a full understanding of a student’s difficulties, or might be used to support a request for intercalation or extenuating circumstances. However, information would normally only be used with the student’s

university of Suffolk’.

Summary Students experiencing significant life changes, for example, transitioning to university life, may experience new or additional levels of stress than previously known. Moderate levels of stress can energise and motivate many students resulting in them fulfilling potential they never imagined they had within. However, in some cases high levels of stress, anxiety or distress can have a negative impact on the student, impeding academic development and performance. In these situations, university staff can play a very important role in helping students overcome their difficulties and reduce their stress levels.

permission. It is very important that students feel that

In many cases, just listening to a student and showing

they can trust staff and talk freely to them. It is both

concern is all that is required to alleviate a potential

expected and desirable that staff treat all personal

crisis. By being aware of the symptoms and behaviours

information about a student with discretion and

that are indicative of emotional or psychological

sensitivity.

distress, and of the appropriate support services

In cases of the protection of children or vulnerable adults, confidentiality cannot be maintained and all staff have a duty to report any disclosure to the Designated Safeguarding Officer. A student may request to see any information held about them, so it is important that any written records are relevant, objective and accurate. Sometimes, staff are contacted by concerned parents asking for information about their sons or daughters. You may be able to offer a sympathetic ear but in most circumstances personal information about a student must not be disclosed to anyone outside of the

available students, you can also help to prevent a student’s difficulties escalating or leading to academic failure. Prompt and appropriate referral can also help to minimise the impact of a student’s difficulties on his or her fellow students and friends. For further information you can refer to the following policies and guides on My Suffolk: Safeguarding Data Protection and Data Security Guidelines Guidance on Data Sharing and Data Security Personal Tutorial Handbook

university, including parents or partners, without the student’s permission.